Year 8 student Amelie focused on trigonometric functions and the unit circle, including determining exact values in radians.

Year 7 Elise worked on multiplying fractions and times tables, then practiced comprehension skills with a worksheet on persuasion.

For Year 10 Michael, lessons covered writing a short story using his beach experience as inspiration and reviewing methods for structuring narrative writing.

In Year 6 English, Elise often assumes what the question is asking, rather than taking the time to carefully read through, leading to incomplete answers and missed details.

During maths sessions, her tendency to drag out problems meant less time for new material; unfinished homework was a frequent issue, with lesson time lost catching up instead of progressing.

In Year 10 mathematics, Aymen has a tendency to go to the calculator too early on within a problem, which resulted in weaker written working and occasional confusion between area and perimeter.

Missing steps or unclear layout cost marks during recent assessments.

One Fannie Bay tutor noticed Amelie, a high school student, now confidently identifies her own mistakes during tests and corrects them independently—whereas she used to wait for hints before attempting revisions.

Elise, in Year 6, surprised her tutor by working through a timed Naplan test with sharper focus under pressure; previously, time pressure would lead to skipped questions or rushed errors.

Meanwhile, a younger student recently volunteered more creative ideas when starting a story together—last term he was hesitant to share any suggestions without prompting.

In her latest session, Amelie quickly solved quadratic application problems using the right methods straight away.